Session 10, Grades K-2, Part A:
Classroom Video (30 minutes)

To begin the exploration of what algebraic thinking looks like in a classroom at your grade level, watch a video segment of a teacher who has taken the "Patterns, Functions, and Algebra" course and has adapted the mathematics to her own teaching situation. When viewing the video, keep the following three questions in mind:
Note 2

 a. What fundamental algebraic ideas (content) is the teacher trying to teach? Think back to the big ideas of the previous sessions: patterns, functions, linearity, proportional reasoning, nonlinear functions, and algebraic structure. b. What mathematical thinking tools (process) does the teacher expect students to demonstrate? Think back to the processes you identified in the first session: problem solving skills, representation skills, and reasoning skills. c. How do students demonstrate their knowledge of the intended content? What does the teacher do to elicit student thinking?

 Video Segment In this video segment, Gina Webber asks her students to think about patterns. She began the lesson by reading from the book How Many Feet in the Bed? Students made a chart of the number of people and feet in the bed. Watch them discuss the relationship between people and feet. Note 3 You can find this segment on the session video, approximately 18 minutes and 36 seconds after the Annenberg Media logo.

 Problem A1 Reflect on the questions (a), (b), and (c) above.

 Problem A2 How does Ms. Webber encourage students to use patterns to predict the number of feet and people in the bed?

 Problem A3 How does Ms. Webber incorporate the theme of "doing and undoing" we explored in Session 3?

 Problem A4 How does Ms. Webber use recursive thinking in this lesson?

 Session 10, Grades K-2: Index | Notes | Solutions | Video